Now, I know from personal experience that the thought of creating a musical
composition can overwhelm a “purr”son. (Oops!) In the past, I have tried too hard
and nothing musical ever developed. So, since Al is a relaxed and laid-back composer,
I will follow his example and listen for musical ideas in the world around me.
3More
7More
If My Cat Can Compose, What's Your Excuse? - 0 views
-
-
Now after this mornings shower, I heard the annoying but rhythmic beat from my leaking bathroom faucet. In the kitchen, the whirring and pulsing sounds of the food blender were jazzy and invigorating. When turning on the TV, the first few notes that I heard became the beginning of a song. Fire engines and ambulance provided ALARMING possibilities. At last I was composing!!
-
This paragraph fits very nicely into a Unit I always did in the F2F environment in 6th grade called Found Sounds. This might tie nicely to a F2F experience the students could have with composing in the classroom as a precursor to composing in their Software program.
-
At last, a glimmer of possiblity in how to blend my learning environments :-)
-
1More
Jim Kenney's Courses - 0 views
-
Jim Kenney at Pepperdine University outlines an effective method for becoming comfortable with becoming an online instructor. He has taught a course to instructors who are going to be teaching online, and on his website he lays out steps to prepare you for teaching online effectively. Some of the steps include using Powerpoints and other tools that are used F2F online, and progressively adapting the format as you become more comfortable teaching online.
15More
The Technology Source Archives - Ten Ways Online Education Matches, or Surpasses, Face-... - 1 views
-
Students are empowered to learn on their own and even to teach one another. Particularly in the discussion group mode, students have the opportunity to explain, share, comment upon, critique, and develop course materials among themselves in a manner rarely seen in the F2F classroom.
-
When an instructor posts a question on the asynchronous discussion board, every student in the class is expected to respond, respond intelligently, and respond several times.
- ...6 more annotations...
-
relative "anonymity" of online discussions helps create a level playing field for women, homosexuals, students with physical handicaps, and members of other potentially marginalized groups, as they can participate in class activities without being stigmatized. Moreover, the format gives non-native speakers of English extra time to contemplate questions and compose appropriate answers.
-
teach students to find and learn information on their own or in concert with their colleagues. The online environment fosters self-motivated education.
-
Online students, however, can and do e-mail countless questions to their professors and frequently engage in a dialogue that would be hard to duplicate in the F2F world.
-
Students with family or work responsibilities are often unable to commit to a traditional course because they cannot be in the same place at the same time for 15 consecutive weeks.
-
teaching styles do not work in the online environment (just as some students have discovered that their learning styles make online courses unworkable for them)
-
On-demand interaction and support services
30More
If I'm talking, you should be taking notes. - 0 views
-
, mad
-
However, I also have learned that we cannot assume that everyone of a certain age is a digital native. Working at a community college, I have students with a large variety of academic and technological experiences. Some students have very limited access to technology.
-
- ...16 more annotations...
-
it is concrete, born before me with a structure and a real plan
-
I am fully committed to the idea of self-discovery and peer-teaching within my online course, but I also feel that I have a lot to add and I can’t keep all of this information to myself
-
The a
-
not necessarily because it meets a learning objective
-
. The first time I implement something I cannot always anticipate all of the issues, but after a run through I can plan for those problems and be proactive in preventing them.
-
. Students will need to find a community setting for 15 hours of either observation of a child, or volunteering in working directly with children
-
I am going to give up more control and expect more self-directed learning from my students, not only online, but in my f2f courses too! I am going to put more emphasis on discussion boards than I had previously anticipated.
-
I am thinking about what I feel is working for me as a student and what is not, so I can include or not include those things in my course.
-
Now my perspective had drastically changed—I am instead asking myself how do I get the students to the information? How will I devise learning activities that will assist them in their search for knowledge and understanding? It is not my responsibility to spoon feed them, but to teach them how to spoon feed themselves.
-
conceptualizing some of the activities for my course
-
I struggled with this as well. Still not sure if I have enough substantial learning activities for my course. It wasn't until I actually started creating the learning activities that I realized I was rather naive about the entire process. Like you, I had this vague idea. I finally had to sit down and figure out what I wanted my students to be doing and then creating activities that met those objectives.
-
-
Giving up control and trusting students to learn. I don’t need to give them the information, just provide the opportunity for them to discover it for themselves, and trust that they will do it. Everyone says this works, I can’t wait to see it happen!
-
Not only has my expectation for online teaching changed, but I also am trying to apply some of these ideas to my f2f courses. I want students to take more responsibility for their learning. I want them to learn from each other, and to discover knowledge instead of waiting for it to be fed to them. I want to build more community into my courses, so students feel that they can share and learn from others and take risks in class. I also want students to learn what they are interested in learning, or what they need to learn depending on where they are in their understanding of the content.
2More
Thoughts on how/if my online course will work with my in-school class | JJ Wagner - 0 views
-
I haven’t found any information yet that shows a class being run simultaneously online and in the class room setting.
54More
Ian August etap 640 SuMmEr 2011 - 1 views
-
Student centered learning
-
why do I need to pay for this if I am on my own.
-
well... if this were true, you could walk into a library and "BAM" - you would know it all! digg into your assumptions here... it is about role and expectations and where the focus is. Is it on the student or on the teacher? see my blog post "if i do all the work, who does all the learning?" : )
-
I wish I could walk into a library and know it all! I sometimes (jokingly) tell my students to put their textbooks under their pillow at night in hopes that learning-by-diffusion may come true!
-
-
leaders.
- ...26 more annotations...
-
could not locate a link for diigo but I contacted Mimi for more info
-
But the last article I read after the, yawn, diffusion one, yawn, was about digital natives. WOW .
-
I am glad that Prensky "engaged" you, but in the long run the other article would help you to better understand and serve the fauclty you work with. Theories help us frame and understand probelms systematically. I need you to think about this and to think about what "engages" you and why. So here is something to engage you. Prensky is WRONG!!! I was hoping you would find find this on your own: http://steve-wheeler.blogspot.com/2011/05/natives-are-revolting.html - Steve is a friend of mine and a well-known and respected blogger. Digg into this controversy! And then come back and tell me what you think!
-
-
-
I so agree. I use the polling option in my online course and was told I was the first to ever try. I believe that part of the problem is that online learning is coming from the top down, with little support.
-
how do you use the polling option diane, for what type of assignments? Prof. Pickett has been telling me to let the student decide on many things, like Bill Pelz course, where the students approve each others final essays. when you say top down do you mean the teacher ruling the classing room? Because that seems to be the norm, how f2f classes run as well.
-
-
-
I am a visual person and find that I don't still have a mental map of this class. I wander around quite a bit. I have developed a few shortcuts, but it is definitely a work in progress.
-
The map of the class has definitley gotten better since the start, I dont know if you used angel, but we use it at our college, I dont think I can send pics through here but I will send them to you another way.
-
-
-
These ideas are the modern theories in action, of the students new role in the classroom, whether online or f2f. Professor's have said in the past "this is our class", but these ideas I have mentioned are really creating an "our class" type of atmosphere where the teacher and students are more equal participants in the learning process than the traditional model of the teacher being the boss, and the student being the subordinate.
-
Randy Pausch
-
wikis's
-
This also shows the teacher asking the student to be an active participant in their own learning,
-
Every one of the teachers in Exempler courses for observation talked about they way analzye their course, sometimes when its over sometimes during, to see what worked and what did not work
-
That was the role of student.
-
-
The Angel LMS that I am familiar with even gives he teacher the option to shut off news posts in a discussion forum so the student has only one option and that is to reply to a previous post.
-
build a wiki together
-
I was going to have my students do the same, however, I just noticed that the course shell has an option for a Wiki...did anybody else see that? Anybody know how it works? I have since decided to give my students a choice other than to "write" a short story in small groups within a Wikispace. I'm going to allow them to recreate or interpret a short story in a multi-media fashion. Howard Gardner influenced. :-)
-
-
leave it up to the student to choose,
-
I guess I can guide, so when the students get off course I can say hey you should check this guy out, or this writer out.
-
I had an instructor last semester (Jason Vickers, if you get a chance to take a class with him, he's great! Also, he's a PhD student) who would do this exactly. He would scarcely add to our discussions as he said that oftentimes that can shut them down, but when he did it usually was to suggest that we check certain authors/theories/articles out that might help put us back on the right track.
-
I remember Alex suggesting something to me during the first week or two when I was a little lost. She pointed me in the right direction and that was good because I was able to focus my energies.
-
-
Case Study
-
Hopefully they will read the author I provide them with and than on their own they will read more articles by that author because they like him.
-
Another issue I am having is questioning if I have too much for the student to do. I really wanted them to do a group project but it seems like too much work.
-
letting the student do the heavy lifitng. Professor Pickett told me that it is a hard concept to implement as a teacher and I am seeing that.
-
letting go of control of someone else's learning is a constant struggle. just keep telling yourself that it is NOT about you and what you know. It is about your students and catalyzing the passion for the topic of your course in them... they are the only ones that can do that... remember... if you do all the work, who does the learning? you have to let go and trust them to learn. That does NOT mean you are not there or that you have chaos.... you have to design it and facilitate it so that it works that way. It is a LOT of work : )
-
-
I am so glad I took this class. I learned so much, I feel so much more confident in my job as an instructional designer, and I feel more confident to take my skills to a new job envirnment. ANYONE HIRING OUT THERE?
-
I learned about some really important concepts for teaching online, like; -supply the students with a lot of information, module overviews, due dates, contact info, detailed explanation of how to complete assignments, rubric describing what type of work constitutes a Grade of A, B, C etc, -show your teacher presence in the course, by answering questions fairly quickly, posting in the discussion to guide, engage, provoke the student to do more research, asking for student input and using it, -Let the students do as much as possible instead of giving them everything ona silver platter. -Let students play the role of teacher in some of their assignments
-
After the first two weeks of this course, the first module, I learned so much, and grew so much more confident in my ability to work with faculty developing online courses.
4More
Why have learning communities - 0 views
-
learning communities have been shown to increase student retention and academic achievement, increase student involvement and motivation, improve students� time to degree completion, and enhance student intellectual development.
-
Students involved in learning communities become more intellectually mature and responsible for their own learning and develop the capacity to care about the learning of their peers.
-
1More
ETAP640amp2011: Search results - 0 views
-
In my f2f General Psychology class I plan on having students submit a draft of their paper, everyone exchange in class, and then together we go through the rubric. My self-regulation professor, Dr. Heidi Andrade suggested going through the rubric with student in class and having them use different colored pencils to underline sections in the paper that meet or do not meet specific rubric requirements.
1More
Medium dictate its own set of constraits - 0 views
32More
Online Course Design - 0 views
-
-
So establishing teaching presence is what all the designers, Alex, and even I, am doing when we make decisions about the content of the course, the types of activities we want to include, the tools we would like to use, how we want to assess, how we provide channels for providing and managing feedback, how we want to induct students into the course, how we want to wrap up the course….Basically – everything!
-
From planning, to execution, to assessment, to revision. So this is why developing a course is an “iterative process”.
- ...23 more annotations...
-
-
And nothing happens by chance. Everything happens by deliberate design. And I am seeing how this is happening.
-
People are important, so… (make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Thinking is important, so ….(make decisions, plan activities, evaluate, discard, adapt, iterate, etc.) Learning is important, so….. Content knowledge is important, so… Skills are important, so…
-
From this, I have learnt that it is perfectly fine to change your mind, as long as you have solid justification. This was also a useful reminder abot the importance of accurately matching the number of objectives with activities. A designer needs to avoid creating an objective that has no activity, and an activity with no objective, as can sometimes happen through oversight.
-
“You need to rethink lots of things, to be open to possibilities, opportunities to options, then you’re more likely to be successful,” says Alex. This kind of openness does not happen as a matter of course. It has to begin with an awareness. This attitude of being open to possibilities, opportunities and options has to be actively worked upon. I failed to understand this at first. So I found it perplexing that Alex would pursue what I thought was a trivial line of discussion. What do you think is not possible to teach and learn online? I volunteered several bright contributions. I was still unaware of the purpose of this apparently innocuous discussion. Of course now I know better. That discussion was supposed to challenge a closed mind. Because with a closed mind, we render ourselves unable to be open to possibilities, opportunities to options. A closed mind works against innovation, progress, improvement, expansion. This is a new frontier, and therefore the stance which can reap untold benefits and leanings should be “Let’s explore!” So the question we should be asking isn’t “What cannot be done?” but rather “How do I make this possible?”
-
I need to be open to possibilities, opportunities, to options. I must put aside my prejudices and temporarily suspend “logical thinking” in favor of creative thinking.
-
Designing an online course has been, for me, a truly transformative experience. It has allowed me not only to reexamine, reformulate and reassess, but to also move forward to innovate and in some ways, to reinvent myself as a teacher.
-
I was therefore quite relieved Alex confirmed what I had feared. I was packing in too much. Even before even before Alex provided her completely justified feedback that my course was too packed (“for you Joy, less is more!”)
-
An online environment is different from a f2f setting. Being able to state it in a theoretical way is not the same as understanding it and translating it into practice. Of course I knew the theory. But when the time came for application in the design of the online course, my knowledge did not transfer well into practical application. This is one of the main problems when there is a failure of the student to successfully transfer learning, which is basically one of great challenges of teaching. So basically, what I did initially did was to replicate my f2f activities directly into my online classroom.
-
As I feared, and Alex confirmed, this large amount of group work puts a strain on the students and also poses too many logistic difficulties. Perhaps one or two group work activities might work, but not several in each module. It is unrealistic. So I have learnt, in a very concrete and hands-on way, that designing for my online classroom in this instance is different from designing for my face-to face classroom.
-
Once again, I am reminded that theory and practice need mutual reinforcement. Understanding the theory is one thing. Transferring the theoretical knowledge into action requires experience, reflection, and feedback from others.
-
Having experienced a wonderful sense of community, and seeing how it is done, I do feel that I have a fair idea of the basic ingredients that go into creating a sense of community. However, Alex has set a high, high standard, and I don’t know I have the energy to sustain the community building effort, even if I knew how to do it!
-
this is a process
-
My present ideas never look like version 1! The result is that the ideas I handed up in the proposed learning activities resemble very little of what I actually have now
-
Confucius
-
In short – let the students do the work. This is the best way to learn. This principle, I think, has been demonstrated in this course. And I intend to pursue it in my own course. I see the value of giving the students both structure and space.
23More
Instruction by Design - 5 views
-
I was a bit surprised
-
why surprised? It is no longer a question of whether is is as good as f2f instruction. There is a now a significant body of evidence that online instruction done well surpasses f2f instruction: http://slneducation.edublogs.org/2010/07/27/more-than-no-significant-difference/
-
-
I have been pushed to find out and learn about topics relevant to me!
-
I believe that using questions that allow my students to explore areas that are relevant to their unique situations will help them to be successful.
- ...14 more annotations...
-
After reading that statement, I felt as though many things clicked for me. The course design and teaching practices are closely linked. The social, cognitive, and teaching presence are related and depend on each other. What does this mean for my course? For me it translates to making sure my course design contains a careful balance to establish the community of inquiry, and that my teaching practices are supported by my course design.
-
First that instructors must give control over the learning to the students, and second that instructors must be skilled at guiding discussions in order to help students learn what is necessary through interactions with others. I especially liked an analogy that Luke used in one of his discussion posts, “Yoda (the teacher) guided Luke (the student) in the ways of the Force, he pointed him where he needed to go but had Luke do the work.” I think this is very relatable for those of us who are star wars fans. Yoda is this incredibly wise mentor, who says very little. The statements he makes are brief but have a lot of meaning. I do see how this relates to effective teaching online. I had to help facilitate a discussion in a past online class, and always felt hesitant to jump in. My sense was that you only want to add something when the thinking stops. You only want to ask enough questions, or statements to get the thinking going again.
-
When I think about my own learning in this course, I realize that even though I may not have direct contact with my classmates or the instructor, I am following those interaction patterns in this course. I am working with the concepts and ideas introduced in each module, researching, relating, and making connections. Then I bring my work back to the community to share. My classmates or the instructor will absorb my contributions and perhaps push it further with suggesting alternate views, or things I have not considered.
-
Now we are discussing how we are using text based environments to create intimacy in learning environments. Perhaps, it is not all that different
-
I now believe that a teacher is someone who can create an environment where students are able to gain knowledge through interaction and experience. This may be through reviewing materials or engaging in activities, but that seems less important to me now. The crucial part is now designing the interactions.
-
I realized that although you may think you are engaging students in your course, it may be trickier than you expect
-
I really appreciated that the course was able to allow me to reach these conclusions in my own way, rather than just telling me “the line between direct instruction and facilitation of discourse can be blurred”.
-
I have been able to make the big connections, and form ideas in a way that previously has been difficult for me.
-
I feel as though the reflection assignments have provided the context for my brain to think in a different way. This not only gives me confidence for the future, but it also helps me to discover the connections I have made unconsciously! It seems kind of strange to say that, but it is true! I am hoping to continue to use blogging as a tool to document my insights and learning after the course ends.
-
I definitely was struggling with motivation when I felt the connection to my classmates and the instructor fading.
-
Through ETAP640, I have really learned how important reflection is for deep learning. It is through my blog posts that I have been able to tie all the ideas together in my head and makes sense out of the information. The course manual suggests that you ask your students why they are taking the course within the ice breaker.
-
Now I understand that asking the students to articulate what they want to get out of the course is an important start to getting them to reflect on their learning and progress throughout the course.
14More
Mary Huffman: ETAP640 reflections blog - 0 views
-
IEP’s unless they are GIEP’s.
-
I do wonder why the gender percentages are so different,
-
Since Latin is offered alongside other languages such as German, Spanish, and French, I assume that students who choose to take Latin are doing it for a reason, and are interested in a challenge.
- ...7 more annotations...
-
I think I will learn a lot about the students’ thought processes and understand which concepts they are grasping (or not).
-
“I think that we take for granted the huge amount of information that we pass on to our students in a F2F classroom just by our presence and interaction with them (bathroom passes, appropriate conduct with each other, respect for the work and management of time) the aspects of education that never finds its way into our lesson plans. In many ways in learning to teach online we are having to learn how to teach again, to focus on the minutiae that is generally accepted we do, to take nothing for granted, assume nothing and to take the entire content of our and every moment of that course (every moment of 8+ weeks) and place it in text form in a virtual environmen
-
them.
-
what is best for the students. How can we serve our students? Are we doing the best we can to teach them? Are we teaching appropriate and relevant courses? Are we being interactive, engaging, are we even able to keep up with our students technology-wise? Do we adapt and change our methods to keep up with their demands, or try to force our students to adapt to our methods?
3More
Getting Started Teaching Online | The Sloan Consortium - 0 views
-
Online enrollments continue to increase substantially (Allen & Seaman, 2010, p. 2), as nearly one third (30%) of higher education students take at least one online course (Allen & Seaman, 2010, p. 2).
-
These data revealed that online learning has been adopted in the mainstream of higher education with trends indicating continued growth. Unfortunately, however, institutions often require instructors to design/develop online courses and/or transition into teaching in the online learning environment sans an understanding of the fundamental pedagogical/andragogical differences among face-to-face (f2f), blended/hybrid, and online learning environments.
1More
A Preliminary Look at the Structural Differences of Higher Education Classroom Communit... - 0 views
2More
Online vs. Face-to-Face Throwdown: Good Teaching Transcends Course Format - Faculty Foc... - 0 views
-
And yet, despite the differences between online teaching and face-to-face teaching, Shibley says the two have a lot more in common than originally believed because, in the end, effective teaching transcends course format.
1More
Unity in the Elementary School classroom:building community - 0 views
2More
Online learning costs for K-12 schools « California Dreamin' by Rob Darrow - 0 views
-
Some researchers suggest that teaching online costs less than teaching face-to-face, while others suggest that teaching online costs about the same.